The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities.…

As integrated tasks become more common in assessing writing for academic purposes, it is necessary to investigate how test takers approach these tasks. The present study explores the processes of test takers undertaking reading-to-write tasks developed for a university English placement exam. Think-aloud protocols and interviews of…